模板-教学设计【教学参考】

模板—教学设计【教学参考】模板—教学设计【教学参考】模板—教学设计【教学参考】模板—教学设计【教学参考】教学设计方案模板：个人教学设计课题名称：Unit2Wildlifeprotection姓名工作单位年级学科高二一英语教材版本人教新版一、教学难点内容分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性）1.Howtohelpstudentsunderstandpassagewell.2.Howtoleadstudentstohaveabetterunderstandingofthestructureofthepassage.3.Howtohelpstudentstogetusefulinformation.4.Howtoarousestudents’awarenessofprotectingwildlife.二、教学目标（从学段课程标准中找到要求，并细化为本节课的具体要求，目标要明晰、具体、可操作，并说明本课题的重难点）KnowledgeAims:1.1.Tohelpstudentsfurthermasterthevocabularyonwildlifeprotection.1.2.Tohelpstudentsunderstandthepassagebetter.2.AbilityAims:2.1.Todevelopstudents’readingskillsandimprovetheirreadingability.2.2.Tohelpstudentsdeveloptheabilityofanalyzingandsolvingproblems.3.Emotionalaims:3.1.Toarousestudents’awarenessoftheimportanceofwildlifeprotectionandcultivatestudents’desiretoprotectwildlife.3.2.Tocultivatestudents’teamworkspiritsbypairwork.三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习）Students

in

grade

two

have

a

certain

foundation

in

English

language

ability,

vocabulary

andreading

ability,

and

have

a

certain

grasp

of

English

reading

skills.

Theyhavetheabilityofacquiring

information,

processing

information,

analyzing

and

solving

problems

in

English.

Howev-er,

due

to

the

imbalanced

English

level

of

students,

students

will

be

guided

to

answer

specific

questions

in

the

teaching

process,

and

the

questions

have

a

certain

level.四、教学过程（设计本课的学习环节，明确各环节的子目标）Step1.GreetingandleadinginGreetstudents.Askstudentsthreequestions:whenyouseethequestionmark,canyouguesswhatwe’lltalkabout?Lookatthepicture,doyouknowwhatitis?Doyouknowwhatkindofanimalitis?3.Sharesomepictureswithstudents,askthemfourquestions:Whatdoyouthinkofantelopesinthispicture?Howdoyoufeelaboutthispicture?Whydidthishappen?Whatshouldwedo?【设计意图】用几张图片来激起学生的好奇心，再抛出几个问题之后引入本课话题。Step2.Pre-readingReadthetitleofthetextandanswerfourquestions.(Pleasechooseoneofthefourpicturesbelowyoulikebest,thenanswerthequestion.)Q:AWhosedayisit?Q:BWheredotheygo?Q:CWhydotheygothere?Q:DWhatdotheysee?【设计意图】让学生在阅读前根据文本插图和标题对文章主题有一定了解，通过游戏的方式增强课堂趣味。Step3.FastreadingTask1.Whatisthetextmainlyabout?A．TheChangtangNationalNatureReserve.B．TheprotectionofTibetanantelopes.C．Snowcoveredmountains.D．Someeffectivemeasures.【设计意图】引导学生略读获取文章主旨大意。Task2.Matchthemainideawitheachparagraph.Para.1A.ThebadtimesfortheTibetanantelope.Para.2B.Theguide,Zhaxi,andtheChangtangNationalNatureReserve.Para.3C.Measuresweretakentosavethisspeciesfromextinction.Para.4D.Weshouldlearntoliveinharmonywithnature.Para.5E.Tibetanantelopesareindanger.Para.6F.ThereasonwhyweobserveTibetanantelopes.Para.7G.Thegoodeffectsthemeasureshavehad.【设计意图】引导学生略读，查找每段段落大意，了解每段主要内容。Step4.carefulreadingTask1.Readthetextandanswerthequestions.1．WhyareTibetanantelopesbeingillegallyhunted?A．Fortheirvaluablemeat.B．Fortheirvaluablefur.C．Fortheirhabitats.D．Fortheirbones.2．WhatdidvolunteersdotohelpprotecttheTibetanantelopeinthe1980sand1990s?A．Theywatchedovertheantelopestokeepthemsafefromattacks.B．TheydrovetheTibetanantelopestosafeplaces.C．Theylivedwiththem.D．Theyinformeddriversofnotgettingclose.【设计意图】引导学生寻读，根据关键词在文中寻找具体信息，链接平时考试技能训练。Task2.TrueorFalse①Zhaxiisunwillingtoprotectthewildlife.()②Bridgesandgateswerebuilttokeeptheantelopessafe.()③ThethreatstotheTibetanantelopehavedisappeared.()【设计意图】引导学生寻读，根据关键词在文中寻找具体信息，判断正误后并纠正错误信息。Task3.Fillintheblanksaccordingtothetext.AdayinthecloudsMypurposetovisitTibet(para1)ToobserveTibetanantelopes.AboutTibetanantelopesandthereserve(para2&3)Theyarebeinghunted1.________.Thereserveprovidesprotectionfortheendangeredanimalsandplants.BadtimesoftheTibetanantelopes(para4)Thepopulation2.___________morethan50percent.Causes→★Huntersmade3.________.★4.______becamesmaller.Theprotectionoftheantelopes(para5&6)Measures:★Thegovernmentputitunderprotection.★Volunteers5.____________themdayandnight.★6.__________________wereaddedtoletthemmoveeasily.Effect:TheTibetanantelopewas7.________fromtheendangeredspecieslist.Reflection(para7)Wemustchangeourwayoflifeandlearntoexistinharmonywith8.________.【设计意图】引导学生根据段落提示细读文章，充分掌握文章结构和内容，进一步理解文章。Retellthepassage:whatdoestheauthorknowabouttheTibetanantelopesaccordingthetimeline?(Para2.4.5.6.7)【设计意图】引导学生根据时间轴的方式主动构建信息结构，有助于学生对文本信息和信息逻辑关系的理解。Step5.Discussion(discussinyourgroupsandthenshareyourideaswithus)Thewritersaysthatwemustchangeourwayoflifeandliveinharmonywithnatureinordertosaveourplanet.Doyouagree?Whatdoyouthinkweshoulddoorchange?（listyoursuggestions）【设计意图】引导学生讨论，合作探究进一步思考野生动物保护的可行措施，进一步升华文章主题，同时增强学生野生动物保护意识。Step6.SummaryWhathavewelearnedinthisclass?【设计意图】总结文章主题，增强学生野生动物保护意识，号召学生参与行动。Step7.Homework1.Makeaninterviewingroupsaboutwhattheyknowaboutprotectingwildlifeandwriteaconversation.2.Reviewnewwordsandphrases.【设计意图】引导学生讨论，合作探究进一步思考野生动物保护的可行措施，进一步升华文章主题，同时增强学生野生动物保护意识。五、教学策略设计（针对学习流程，设计教与学的方式）教师活动预设学生活动设计意图Sharesomepictureswithstudents,askthemfourquestions:Whatdoyouthinkofantelopesinthispicture?Howdoyoufeelaboutthispicture?Whydidthishappen?Whatshouldwedo?Studentssharewhattheyseeinthepictures.【设计意图】用几张图片来激起学生的好奇心，再抛出几个问题之后引入本课话题。Readthetitleofthetextandanswerfourquestions.(Pleasechooseoneofthefourpicturesbelowyoulikebest,thenanswerthequestion.)Studentscantakeanactivepartintheclass.【设计意图】让学生在阅读前根据文本插图和标题对文章主题有一定了解，通过游戏的方式增强课堂趣味。Retellthepassage:whatdoesthea